Exploring of New Models of Research Pedagogy: Time to Let Go of Master-Apprentice Style Supervision?

Autor/inn/en	Harrison, Scott; Grant, Catherine
Titel	Exploring of New Models of Research Pedagogy: Time to Let Go of Master-Apprentice Style Supervision?
Quelle	In: Teaching in Higher Education, 20 (2015) 5, S.556-566 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2015.1036732
Schlagwörter	Foreign Countries; Higher Education; Research Methodology; Supervision; Teacher Student Relationship; Cooperative Learning; Communities of Practice; Research Projects; Graduate Students; Graduate Study; College Faculty; Music; Music Education; Semi Structured Interviews; Surveys; Observation; Australia; Belgium; Netherlands; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Research method; Forschungsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Kooperatives Lernen; Community; Forschungsvorhaben; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fakultät; Musik; Musikerziehung; Survey; Umfrage; Befragung; Beobachtung; Australien; Belgien; Niederlande; Großbritannien
Abstract	While the time-honoured one-to-one supervisory model of higher research degree training has its advantages, recent research suggests that the model also has significant drawbacks, including its hierarchical nature. Nevertheless, this pedagogical model remains the default for higher research pedagogy. Using the discipline of music as a case study, where growing interest in practice-based research has lately demanded considerable fluidity in supervisory practices, this research explores the benefits and challenges of one-to-one models of supervision. Drawing on semi-structured interviews, dialogue forums, survey data, the extant literature and observations of practices at selected higher music education institutions in Australia, the UK, Belgium and the Netherlands, it recommends and suggests ways to implement more "horizontal" approaches to research pedagogy. The findings of this research may improve teaching and learning experiences and outcomes in higher research degrees in music and the creative arts, and stimulate a reflection of supervisory approaches more generally across the sector. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01